Administrator views and knowledge of instructional practices for students with autism spectrum disorders

Pazey, Barbara L.; Gevarter, Cindy; Hamrick, Jennifer; Rojeski, Laura

doi:10.1016/j.rasd.2014.06.013

Cited by 17 publications

(8 citation statements)

References 47 publications

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“…This finding is encouraging and demonstrates that teachers in inclusive classrooms are able to implement effective and socially valid interventions for students with ASD. Given that general education teachers typically do not have training in or knowledge of research-based interventions for students with ASD (Pazey, Gevarter, Hamrick, & Rojeski, 2014; Segall & Campbell, 2012), and as the number of students with ASD included in these settings continues to grow, teacher preparation programs and school administrations should provide the necessary resources and training that will allow general and special education teachers in inclusive settings to successfully address these students’ needs.…”

Section: Discussionmentioning

confidence: 99%

Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis.

Watkins¹,

Ledbetter-Cho²,

O’Reilly³

et al. 2019

Psychological Bulletin

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Students with autism spectrum disorder (ASD) are increasingly educated alongside typically developing peers in regular education environments. These students have impairments that may hinder their success in inclusive school settings and require individualized supports to improve outcomes. The purpose of this meta-analysis and best-evidence synthesis is to examine the characteristics of interventions for students with ASD in inclusive settings, offer quantitative analysis of intervention effects, examine potential moderating variables that influence outcomes, analyze the social validity of these interventions, and provide recommendations for practice and future research. The 28 included studies met the What Works Clearinghouse standards for group design and single-case design research. Studies focused mostly on social communication skills, produced moderate to large effects, and were generally found to be socially valid. Function-based interventions, visual supports, self-monitoring strategies, and peer-mediated interventions resulted in mostly large effects, and teacher delivered interventions produced the largest overall effects. More high-quality studies for students with ASD in inclusive school settings are needed to advance evidence-based practice for this population.

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Section: Discussionmentioning

confidence: 99%

Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis.

Watkins¹,

Ledbetter-Cho²,

O’Reilly³

et al. 2019

Psychological Bulletin

View full text Add to dashboard Cite

show abstract

“…While school administrators’ perceptions of the knowledge of instructional practices used by special educators indicate a belief that teachers have a good understanding of interventions to use in the school setting, a majority of studies indicate a research-to-practice gap still exists (Dingfelder & Mandell, 2011; Guldberg, 2017; Stahmer & Aarons, 2009). More than half of administrators believe their teachers had a good understanding of best practices when working with individuals with autism (Pazey et al, 2014), yet teachers report their preparedness as low for teaching social skills and communication, two critical and common areas of deficits in individuals diagnosed with autism, while also reporting these as two areas of importance when working with individuals with autism (Knight et al, 2018). With the number of students diagnosed with autism increasing, a continued focus on bridging the research-to-practice gap is essential to ensure effective instruction to students in the public school setting.…”

mentioning

confidence: 99%

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools

Hamrick

Cerda

O’Toole

et al. 2021

Focus Autism Other Dev Disabl

Self Cite

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Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.

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“…In the meantime, steps toward more comprehensive implementation of evidence-based educational practices for children with ASD may include focused efforts to inform administrators (school and county levels) of the learning needs and characteristics of students with ASD. Multiple recent studies have highlighted school administrators' self-reported need for training and education in best practices for ASD classrooms, especially preschool classrooms (Pazey et al, 2014), in order to effectively support educators within these classrooms. Based on existing research and this study's findings, it is clear that efforts in intervention development, community implementation, and educator training must place greater emphasis on the pivotal role of administrators.…”

Section: Discussionmentioning

confidence: 99%

Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers With Autism Spectrum Disorder

Wilson

Landa

2019

Front. Educ.

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There is considerable need for adoptable evidence-based interventions for implementation in public classrooms serving children with autism spectrum disorders (ASD) during the preschool years, an important period in neurodevelopment. Barriers to implementation, including gaps in teacher education, contribute to the research-to-practice gap, and may compromise child outcomes. This qualitative study collected ongoing verbal and written feedback from educators (n = 8) and administrators (n = 3) during their participation in the iterative development phase of a larger project to translate and preliminarily trial an evidence-based intervention, Early Achievements, in public preschool classrooms. Using a grounded theory-based approach, barriers were identified in areas of educator preparedness, engagement, and cohesion, complexity of instructing students with ASD, limited time/resources, and administrator support. Educators and administrators differed in their perspectives. Innovative strategies are presented for enhancing transportability, along with discussion of implications for teacher education practices and related policy.

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Administrator views and knowledge of instructional practices for students with autism spectrum disorders

Cited by 17 publications

References 47 publications

Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis.

Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis.

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools

Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers With Autism Spectrum Disorder

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